Professional Documents
Culture Documents
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Marta Polish 24 Has been learning English for 11 years. Has and MSc in Chemical
Technology. Mainly instrumentally motivated. Needs English for
business meetings and attending conferences. Wants to improve all
her skills plus grammar, vocabulary and pronunciation and
become a fluent speaker. A quiet and concentrated learner.
Nathalie Swiss 16 Instrumentally and integratively motivated. Needs English for
school but also wants to make friends. Planning to go to Australia
as an exchange student. Wants to mainly improve her speaking
skills and improve her grammar, vocabulary and pronunciation.
Quiet and shy in the classroom. Doesn' t participate in whole class
speaking activities but engaged in pair or small group activities
which suit her personality.
Yasmin Swiss 17 Instrumentally motivated. Needs English for school. Wants to speak
fluently and also improve her listening skills. Grammar, vocabulary
and pronunciation are also important . She wants to go to the USA
as an exchange student.
Laura Spanish 21 Has been s English for 13 years. Has lived in Sheffield, UK for 6
months. Studies Philology. A highly motivated learner. Interested in
all aspects of the language. Instrumentally as well as integratively
motivated. Needs English for her studi es but is also thinking of
emigrating to the UK. Mentioned also a relationship as reason for
learning English. Very self-confident and outgoing. Likes to speak
and speaking is also what she wants to further improve, in addi tion
to vocabulary and pronunciation. Her pronunci ation is already
quite good. When learning / studying she needs things neat and
organised.
Maritza Peruvian 30 Has lived in the UK for 6 months. Is doing her Master's degree.
Instrumentally as well as integratively motivated. Needs English to
finish her Master's degree. Has an English boyfriend. Wants to
improve pronunciation and knowledge of vocabulary. Seems to
me strong in all four skills. Self-confi dent in the classroom.
Eva Poland 21 Has been learning English for about 7 month. Has moved to the
UK one year and two months ago and wants to stay for another 6
months or longer. Works night-shift in a factory. Has studied
Russian and German in Poland. Integratively motivated. Has a lot
of friends and wants to speak with them. Seems to be
mathematical-analytical type of learner.
Chikayo Japan 30 Is a nurse. Quit her job to come to the UK and learn English.
Confident speaker. Is mainly interested in social English to make
friends here. Wants to improve writing, speaking and listening skills
and also mentioned grammar and pronunciation
I couldn't detect any severe pronunciation problems which would impede understanding except with
Ramiro who has a very strong Spanish accent, and teachers as well as his peers have sometimes problems
understanding him. Having said that, there is still a need to work on pronunciation because at this level
they more frequently come across longer and more unusual words. More importantly, there is a need to
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work on sentence stress, intonation and connected speech. Accordingly, all students mentioned
pronunciation as one of the areas they would like to improve on.
As a result of my observations and because for almost all student s improving their listeni ng skills is one of
their priorities, I have chosen listening as a focus of this lesson. I decided to use authentic material
because at this level they have been exposed to a lot of coursebook listening tasks speci fically graded and
recorded for learners. What they need now is being able to cope with real speakers in real environments
with all the difficulties (background noise, quality of recording, accent , etc.) that come with it. Exposing
students to real spoken English is, in addi tion, one way of helping them to improve their pronunci ation.
Most of the students in this group will also have to give speeches, presentations or talks in front of other
people in their work lives or as students.
ASSUMPTIONS
That students have at least general background knowledge about the topic – Civil Rights Movement,
Slavery and Racism in America
That they have heard of Martin Lut her King and maybe also know about his famous speech
That they have listened to aut hentic material before (songs , TV, radio, lectures)
That they have taken notes from listening before (e. g. from lectures)
That they, having studied English for a while, can cope with and are used to tasks in which they are
asked not to listen to every single word.
That they are willing to be challenged
Students might not know about Martin Luther King If nobody knows, very briefly outline the topic and
or the Civil Rights Movement. focus them on the tasks for which a detailed
background knowledge of the topic is not
necessary.
Because the speech is too long, I will have make I have noted down the exact times where I have to
sure to stop, go forward and backward at the stop the recording. As the material is digital this
correct places. should be easier than with a tape.
In my first lesson with the students, I had the chance to gauge their listening skills and am, therefore,
confident that they will be able to cope with the material I have chosen. Although the speech contains a lot
of difficult vocabulary and figurative speech, it is delivered relatively slowly and there is lots of repetition.
By grading the tasks, having them work in pairs for some task and allowing them to read the transcript at the
end of listening part 2, I take away the pressure on individual, especially weaker students. Also, it is a
famous and emotional speech, and I hope students will be familiar with it. If not , they will still be able to
relate to the topic of racism, freedom and civil rights which are always relevant.
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The focus of the lesson is not on teaching vocabulary or any grammar point. I mainly want to give the
students the opportunity to listen to longer stretches of material and to start getting used to more challenging
authentic listening without bothering to look up or ask for every unknown word. According to Underwood
(1989, p. 101) “a listening text should not be judged to be too difficult merely because the students will not
be able to understand every word” as “this is also not the way native speakers approach listening.” I will
introduce only a few words at the beginning which I think are crucial for understandi ng. The aim of task 1
and listening part 1 is mainly to get the students tuned in and built up confidence by activating their
schematic knowledge.
“It is relatively difficult to concent rate on spoken material that is heard 'bli nd'”(Ur, P:1984). Therefore, I will
use pictures as a lead-i n to the topic but also as aids in helping students visualise the original setting and
create a kind of context and background for the listening and help students concentrate and understand
better during the longer period of listening. By using pictures to predict the content of the listening
beforehand I want to help the students to develop their top-down processing skills
(www.teachingenglish.org.uk).
In order that weaker student s don't get frustrated about not having understood enough, they can listen twice
to the second part while reading along and comparing their answers with the transcript. This will also help
all students to prepare for the last speaki ng stage.
As the lesson takes place on an early afternoon at the beginning of the week, I hope the students will not be
tired and be able to concentrate.
Bibliography
Underwood, M. 1989. Teaching listening. Longman
Ur, P. 1984. Teaching Listening Comprehension. CUP
www.teachingenglish.org.uk
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